March/April 1998

Abstracts

Time and Learning
As schools and states tinker with time, other factors determine if it makes any difference
by Michael Sadowski

Abstract: While researchers have found a consistent relationship between time and amount of material learned, they also warn that time must be productive and used in ways that are suitable to each individual learner. In Massachusetts, statewide time requirements were phased in over the last three years. For some districts who had longer hours, the change has not been too painful, but districts with shorter hours and less money are feeling a squeeze. In some cases, teachers unions are asking for more money for longer instructional hours, and some schools have moved to block scheduling--not for any educational benefits, but just to eliminate time between classes. Many policymakers note that unless there is a real commitment to putting resources into the longer school day, nothing will come of increasing the amount of learning time our students have.

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Small Schools Work Best for Disadvantaged Students
New research looks at who benefits most from small schools
by Peggy Farber

Abstract: While research favors small schools, especially for disadvantaged kids, there is still a trend toward bigness. "Education comes through relationships," says Deborah Meier, founder of Central Park East Secondary School and principal of a pilot school in Boston. Small schools are safer, have lower dropout rates, and better attendance records, but the trend toward large schools has been around throughout the twentieth century. "It's one of those areas where the research points in one direction and the world is running as fast as it can in the opposite direction."

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